Clinical sensemaking: Advancing a conceptual learning model of clinical reasoning.

Context: Much remains unanswered regarding how clinical reasoning is learned in the clinical environment. This study attempts to unravel how novice medical students learn to reason, by examining how they make sense of the clinical patient encounter.

Method: The current study was part of a greater research project employing constructivist grounded theory (CGT) to develop a learning model of clinical reasoning.

Designing for student autonomy combining theory and clinical practice - a qualitative study with a faculty perspective.

Background: Although extensive research exists about students' clinical learning, there is a lack of translation and integration of this knowledge into clinical educational practice. As a result, improvements may not be implemented and thus contribute to students' learning. The present study aimed to explore the nature of clinical faculty members' learning related to how they apply research about student autonomy.

An exploration of students' use of digital resources for self-study in anatomy: a survey study.

Background: The development of technology has provided new ways for active engagement and for visualizing structures in anatomy education including digital resources that may be used outside of the classroom. To support students' learning, there is a need to better understand students' experiences of using digital resources. This study aimed to identify which resources students use, their preferences, the purpose of using them, and barriers to adopting tools for self-study of anatomy.

Students' learning in clinical practice - a scoping review of characteristics of research in the Nordic countries.

Rationale: The complex nature of student learning in clinical practice calls for a comprehensive pedagogical framework on how to create optimal learning affordances.

Purpose: The purpose of this study was to describe characteristics of conducted research regarding investigated research questions, distribution of different health care student groups, and employed methodological approaches.

Methods: A scoping review was chosen to capture the multifaceted characteristics in the field of learning in clinical practice.

How students discern anatomical structures using digital three-dimensional visualizations in anatomy education.

Learning anatomy holds specific challenges, like the appreciation of three-dimensional relationships between anatomical structures. So far, there is limited knowledge about how students construct their understanding of topographic anatomy. By understanding the processes by which students learn anatomical structures in 3D, educators will be better equipped to offer support and create successful learning situations.

The extraordinary makes the ordinary visible - nursing students' experiences of their learning in clinical practice during COVID-19: a qualitative study.

Background: The COVID-19 crisis had a significant impact on health care and nursing education as a large part of it is carried out in clinical practice. However, it is not known how the learning situations during the pandemic affected students' learning. To deepen the understanding of students' learning, learning theories within a constructive paradigm is used as a framework for this study.

Health Care Leaders' Perspectives on How Continuous Professional Development Can Be Promoted in a Hospital Organization.

Introduction: Leaders play a central role in continuous learning processes aimed to improve health care. However, knowledge of how leaders with power and influence in hospital organizations promote the means for continuous learning in practice is scarce. This study aims to explore how key stakeholders in a hospital organization think about approaches and roles when promoting the reflective practice in small groups as means for continuous professional development in their organizations.

A pedagogical model to enhance nurses' ability to support patient learning: an educational design research study.

Objectives: To design, apply, evaluate, and analyse a pedagogical model to enhance nurses' ability to create pedagogical encounters to support patients' learning.

Methods: The study relies on an educational design research approach. A pedagogical model based on learning theories was designed, applied, evaluated, and analysed in a specialist nursing programme in cancer care.

Three-dimensional visualisation of authentic cases in anatomy learning - An educational design study.

Background: Many studies have investigated the value of three-dimensional (3D) images in learning anatomy. However, there is a lack of knowledge about students learning processes using technology and 3D images. To understand how to facilitate and support the learning of anatomy, there is a need to know more about the student perspectives on how they can use and benefit from 3D images.

Safeguarding fairness in assessments-How teachers develop joint practices.

Introduction: In light of reforms demanding increased transparency of student performance assessments, this study offers an in-depth perspective of how teachers develop their assessment practice. Much is known about factors that influence assessments, and different solutions claim to improve the validity and reliability of assessments of students' clinical competency. However, little is known about how teachers go about improving their assessment practices.

Representation, interaction and interpretation. Making sense of the context in clinical reasoning.

Background: All thinking occurs in some sort of context, rendering the relation between context and clinical reasoning a matter of significant interest. Context, however, has a notoriously vague and contested meaning. A profound disagreement exists between different research traditions studying clinical reasoning in how context is understood.

Lifelong learning and nurses' continuing professional development, a metasynthesis of the literature.

Background: Continuing professional development (CPD) is central to nurses' lifelong learning and constitutes a vital aspect for keeping nurses' knowledge and skills up-to-date. While we know about the need for nurses' continuing professional development, less is known about how nurses experience and perceive continuing professional development. A metasynthesis of how nurses experience and view continuing professional development may provide a basis for planning future continuing professional development interventions more effectively and take advantage of examples from different contexts.

Unravelling the polyphony in clinical reasoning research in medical education.

Rationale: Clinical reasoning lies at the heart of medical practice and has a long research tradition. Nevertheless, research is scattered across diverse academic disciplines with different research traditions in a wide range of scientific journals. This polyphony is a source of conceptual confusion.

Occupational therapy and physiotherapy students' communicative and collaborative learning in an interprofessional virtual setting.

Background: Interprofessional learning activities can contribute to preparing students to function in health care teams. Although the importance of communication is acknowledged, there is still a lack of understanding about how students learn to communicate interprofessionally.

Aim: To explore occupational therapist and physiotherapist students learning of skills in interprofessional communication by studying the students' communication while working together with a virtual patient.

Grounding judgement in context: A conceptual learning model of clinical reasoning.

Context: Contemporary research on clinical reasoning focuses on cognitive problem-solving processes. However, the decisive role that clinical context plays in clinical reasoning is often overlooked. We explored how novice learners make sense of the patient encounter in the clinical situation.

Children's own perspectives demonstrate the need to improve paediatric perioperative care.

Aim: To explore children's perspectives when facing anaesthesia and surgery.

Design: Interpretative qualitative design.

Methods: Children undergoing outpatient surgery were interviewed in three different phases, before and after anaesthesia and surgery (phase 1 and 2) and 1 month after the hospitalization (phase 3).

Authenticity made visible in medical students' experiences of feeling like a doctor.

Objectives: To interpret the phenomenon of authenticity made visible in medical students' experiences of feeling like a doctor, i.e., how authenticity took shape in narratives about feeling like a doctor in clinical situations where students were challenged to be independent and to a high degree make choices and clinical decisions.

Children's Use of and Experiences With a Web-Based Perioperative Preparation Program: Directed Content Analysis.

Background: Web-based technology is useful as an alternative means of providing preparation programs to children in pediatric care. To take full advantage of Web-based technology, there is a need to understand how children use and learn from such programs.

Objective: The objective of this study was to analyze children's use of and experiences with a Web-based perioperative preparation program in relation to an educational framework of children's learning.

Implementing clinical education of medical students in hospital communities: experiences of healthcare professionals.

Objectives: To explore healthcare professionals' experiences of implementing clinical education of medical students in communities of practice that previously focused on the delivery of healthcare services.

Methods: Seven focus group interviews involving assistant nurses, nurses, and physicians were conducted at a regional hospital in Sweden. A total of 35 respondents participated.

Patients' participation during treatment and care of breast cancer - a possibility and an imperative.

Purpose: To explore how patients experience participation during treatment and care for breast cancer related to their understanding.

Method: Semi-structured individual interviews with 16 women diagnosed with breast cancer. Interpretative qualitative content analysis was performed.

Web-Based Learning for Children in Pediatric Care: Qualitative Study Assessing Educational Challenges.

Background: Hospitalization is a significant and stressful experience for children, which may have both short-term and long-term negative consequences. Anaesthesia-Web is a Web-based preparation program that has been well received and is being used worldwide to reduce stressful experiences, increase understanding, and exchange information in pediatric care. A deeper theoretical and educational understanding encompassing children's learning processes on Anaesthesia-Web may optimize and support the development and design of similar websites for children in pediatric care.

Patients with heart failure as co-designers of an educational website: implications for medical education.

Objectives: To identify the learning needs of patients with heart failure between outpatients follow-up visits from their perspective and to ascertain what they emphasize as being important in the design of an educational website for them.

Methods: We conducted a two-step qualitative study at Aarhus University Hospital, Denmark. Twenty patients with heart failure participated either in focus group interviews, diary writing, or video-recorded design sessions.

Patients' learning and understanding during their breast cancer trajectory.

Objective: To explore how women learn and understand their disease, treatment, care, and life-situation during a breast cancer trajectory.

Method: Semi-structured individual interviews were performed with 16 women suffering from breast cancer. Qualitative content analysis of data was performed.

Supervisors' pedagogical role at a clinical education ward - an ethnographic study.

Background: Clinical practice is essential for health care students. The supervisor's role and how supervision should be organized are challenging issues for educators and clinicians. Clinical education wards have been established to meet these challenges and they are units with a pedagogical framework facilitating students' training in real clinical settings.

Clinical supervision in primary health care; experiences of district nurses as clinical supervisors - a qualitative study.

Background: Learning in the clinical environment is an important part of nursing education. Several recent studies focusing on clinical learning have been based on hospital settings. Little is known about primary health care (PHC) as clinical environment where district nurses (DNs) or nurses supervise students.